CATALySES was funded by the National Institutes of Health Science Education Partnership Award (SEPA) to support science teachers through ongoing opportunities for personal enrichment and professional advancement in biomedical education. The program built on and extended partnerships connecting University of Florida researchers in Emerging Pathogens, Clinical and Translational Science, and Education with schools throughout the state.
The overall objectives of CATALySES were:
- To prepare new teachers and update and renew the knowledge and skills of experienced teachers
- To partner with teachers to inspire and prepare students for the continuum of pathways to science- and health-related careers
- To provide authentic STEM experiences and opportunities for motivated high school students significantly underrepresented in STEM and health careers
CATALySES was an ambitious five-year grant with multiple phases and components. Similar to previous CPET programs such as Bench to Bedside and ICORE, the program included a summer institute followed by classroom action research and continued collaboration during the school year. Phase I was offered during Years 1–5.
Eligible participants, as well as teachers who had previously worked with CPET, could apply for a Research Fellowship the following summer. During these fellowships, teachers created and published curricular modules that aligned research with educational standards and effectively conveyed concepts, skills, and pathways to a broad range of health careers. Phase II was offered during Years 2 and 4.
Beginning in Year 2, scholarships were also available for students of CATALySES teachers to attend the Student Science Training Program or the Explorations in Biomedical Research program.
CATALySES: Emerging Pathogens focused on infectious diseases and translational research, spanning discovery-based research through clinical therapeutics. During the summer institute, teachers worked with science and education researchers to develop lessons that conveyed principles of biomedical research in the areas of infectious disease and emerging pathogens.
During the school year, teachers had access to research proposals, resources, formal presentations, review of classroom outcomes, and incentives for continued professional development. This ongoing support encouraged teachers to incorporate scientific processes, real-world skills, and enthusiasm for bioscience careers into schools in rural and economically disadvantaged settings.
On-campus housing and a stipend were provided. The summer institute included both day and evening activities, and participants were required to be present and engaged in all program components.